The Role of Moral and Performance Character Strengths in Predicting Achievement and Conduct Among Urban Middle School Students


by Scott Seider, Jennifer K. Gilbert, Sarah Novick & Jessica Gomez — 2013

Background/Context: Performance character consists of the qualities that allow individuals to regulate their thoughts and actions in ways that support achievement in a particular endeavor. Moral character consists of the qualities relevant to striving for ethical behavior in one’s relationships with other individuals and communities. A sizable body of research has demonstrated correlations between student achievement and performance character strengths such as self-discipline, while the relationship between achievement, conduct, and moral character strengths such as integrity is more ambiguous. For both types of character, however, the majority of the extant research literature has focused on relatively small samples of elementary school children, university students, and high-achieving students.

Setting: This study took place at three “No Excuses” charter middle schools in a large northeastern city. Charter schools are publicly funded schools that are supervised by state boards of education rather than a local superintendent or school committee. “No Excuses” is a term used to describe high-poverty public schools featuring a strict disciplinary environment, extended school day and year, college preparatory mission, and an intensive focus on traditional reading and mathematics skills.

Participants: This study considered the relationship between achievement, conduct, and several character strengths among 488 early adolescents attending three urban charter schools in a large northeastern city. More than 90% of these students identified as African American, Latino, or multi-racial, and two thirds qualified for free or reduced price lunch (a proxy for low socioeconomic status).

Research Design: This study combines self-reported survey data on participating students’ character strengths with student-level data on grade point average and demerits collected from participants’ schools. We fit quantile regression models to consider the relationships between participating students’ character strengths, academic achievement, and conduct while controlling for select demographic characteristics.

Results: Analyses revealed that students’ perseverance, school connectedness and grade level were positive predictors of academic achievement while integrity and demerits were negative predictors of academic achievement. Student conduct was significantly predicted by grade level, grade point average, gender, race/ethnicity and commitment to integrity. In short, both performance and moral character strengths were unique predictors of key student outcomes.

Conclusions/Recommendations: In recent years, a number of high-profile charter management organizations have identified cultivating students’ performance character as a key lever in promoting student success. Our findings suggest that these organizations would do well to expand their character education programming to include students’ moral character strengths as well.



To view the full-text for this article you must be signed-in with the appropropriate membership. Please review your options below:

Sign-in
Email:
Password:
Store a cookie on my computer that will allow me to skip this sign-in in the future.
Send me my password -- I can't remember it
 
Purchase this Article
Purchase The Role of Moral and Performance Character Strengths in Predicting Achievement and Conduct Among Urban Middle School Students
Individual-Resource passes allow you to purchase access to resources one resource at a time. There are no recurring fees.
$12
Become a Member
Online Access
With this membership you receive online access to all of TCRecord's content. The introductory rate of $25 is available for a limited time.
$25
Visitor
Choose this to join the mailing list or add an announcement.
$0
Print and Online Access
With this membership you receive the print journal and free online access to all of TCRecord's content.
$210


Cite This Article as: Teachers College Record Volume 115 Number 8, 2013, p. 1-34
http://www.tcrecord.org ID Number: 17075, Date Accessed: 12/18/2017 2:05:51 AM

Purchase Reprint Rights for this article or review